Teachers have a huge responsibility to know the students' subject matter, children, and their teaching. It's not easy to teach young learner to read, but the teacher have to introduce reading habit. The teacher can do that through story. It possible to improve students Reading Motivation through storytelling.
Teachers have a huge responsibility to know the students' subject matter, children, and their teaching. It's not easy to teach young learner to read, but the teacher have to introduce reading habit. The teacher can do that through story. It possible to improve students Reading Motivation through storytelling.
Teachers have a huge responsibility to know the students' subject matter, children, and their teaching. It's not easy to teach young learner to read, but the teacher have to introduce reading habit. The teacher can do that through story. It possible to improve students Reading Motivation through storytelling.
ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SULTAN AGENG TIRTAYASA UNIVERSITY 2012
Babies are born with the ability to distinguish speech from other sounds they hear, even though they do not understand what it means. By the time children reach school age, they are speaking in complex sentences, having conversations, and understanding most of what they hear. Teachers have a huge responsibility to know the students subject matter, children, and their teaching. These three things are always evolving, and its their job to keep up with the changes. As teachers, they should be teach the children to read. Its not easy to teach young learner to read. Actually, in kindergarten curriculum the children not focus yet to read, but the teacher have to introduce reading habit. the teacher can do that through story. It possible to improve students reading motivation.
Pukeko is one class in kindergarten of New Zealand International school Jakarta. Actually, almost all grade in Primary NZIS used storytelling to guide and stimulate the students in learning process. Especially, In daily the teacher of pukekos class has been using storytelling in her strategy to guide the childrens get new information based on the theme that are discussed. In the case of this class, Some of Pukekos children seen interest when in story time But some of them uninterested in story time, it can happened because they lack of vocabulary, they think the story so bored for them, or they unfocused when story time. And from the reason make the students lacks of Motivation to pay attention in story time. However, children in Pukekos class come from different country, with different background and habit but they have same passion to learn. So, the teacher has to get ways to motivate the children interest and focus in learning process.
Based on the description above, the writer would like to conduct the research on improving students Reading Motivation through storytelling. So, the writer would like to discuss it in her script under the title: Improving Students Reading Motivation through storytelling in kindergarten of New Zealand International School, Jakarta (Study case in Pukeko class)
Here are some of the researcher problem identifications: 1. Can storytelling improve the students reading motivation? 2. How is the process of improving students reading motivation through storytelling in kindergarten? 3. How is the importance books for the children? 4. Ho important motivation for success in language learning process? 5. What are the students difficulties in reading in kindergarten? 6. What the effectiveness of storytelling in learning process in kindergarten?
Based on identification of the problem above, it can be seen that the study is still general and abroad. The writer will focus on how the process & how the effectiveness of improving students reading motivation in kindergarten through storytelling in Pukeko class Based on the limitation of the problem above, there are many problems that can be formulated in this research such as: 1. How is the implementation of improving students reading motivation through storytelling at Kindergarten of NZIS? 2. How is the effectiveness of storytelling toward students reading motivation at Kindergarten of NZIS?
In accordance with the problems mentioned above, the study aims to: 1. To know how the implementation of the storytelling method towards students reading motivation in NZIS. 2. To know how the efectiveness of improving students reading ability through storytelling in NZIS.
The research subject is Pukeko students in Kindergarten of New Zealand International School, Jakarta.
The research object is the effectiveness of storytelling method in improving students reading motivation in Kindergarten of New Zealand International School, Jakarta.
KINDERGARTEN
Biechler and Snowman in Musfiroh (2005:2) defined that kindegarten is children ages 3-6 is pre-school age. Accoding to (Shagoury., 2006) Kindergarten, invented by Frederich Froebel in the nineteenth century, is mean to conjure the image of growth a garden of children and the children as be plants that grow up in the garden. Kindergarten is where stage for early childhood to starts their education in formal school. In Addition, Challs (1985) perspective, preschool and kindergarten were times when young children needed to be involved in listening to and retelling stories and writing with crayons, paints, and magnetic letters.
READING
Grabe and Stoller (2002: 9) state that reading is the ability of drawing meaning and interpreting information in the printed page appropriately.
Williams idea (1989: 11) stating that reading as a process of looking at and understanding what has been written.
However, Gray (1989:5) defined reading As a means of gaining information and pleasure, it is essential in every content subject, such as history, geography, arithmetic, science, and literature
It is a mean reading are the process to getting new information from text which read. Guessing and understanding what the writer mean.
MOTIVATION
McDonough (1983:142) states that motivation of the students is one of the most important factors influencing their success or failure in learning the language. A student who has a high intelligent without having motivation can be failed in his study. So, the best result will be optimal with suitable motivation. In addition, Mc. Donald (in Sardiman, 2008:73) explained motivation are energy changes in person who are marked by the emergence of feeling and preceded by response with a purpose. Motivation has an importance effect on learning process, Motivation has a big role in growing passion to study. It can make the students feel happy and comfortable to study
STORYTELLING
Magar in DEALT (2011) stated that storytelling is a great tool to educate pre-readers as being young, their attention span in short and an interactive mode of learning such as storytelling captures their interest. Dudley (1997:1) stated that storytelling is the art in which a teller conveys a message, truths, information, knowledge, or wisdom to an audience - often subliminally - in an entertaining way, using whatever skills, (musical, artistic, creative) or props he chooses, to enhance the audience's enjoyment, retention and understanding of the message conveyed. Stories are sometimes told purely for joy and delight. the researcher concludes that storytelling is way to conveying of events, words, image. Its mean that storytelling is way to store information to children brain. Also Moreover, with storytelling the teacher can motivate and invite the students in learning process especially in reading.
PREVIOUS STUDY Study about Storytelling method already done by Nurul Novianik in 2008. At that research, The writer find some difficulties to handle the class which very noisy and they are little bit slowly in understanding material. So the writer used storytelling as a teaching technique that to facilitate the students in getting better mastery of vocabulary. Her research already done in SDN 1 Sunggingan Miri Kabupaten Sragen. The result of her reearch are : The students vocabulary are increasing through storytelling method that she used. By teaching vocabulary using storytelling, the teacher can motivate the students in order to make them interested in learning vocabulary
1. RESEARCH METHOD Qualitative is descriptive research. Marshall and Rossman (1989) suggest that this entails immersion in the everyday life of the setting chosen for the study, the researcher enters the informants world and through ongoing interaction, seeks the informants persepctive and meaning
PLACE AND TIME OF RESEARCH
This research will take place at in one of kindergarten in New Zealand International School, focus on Pukeko class. The reseacher do the research on five month. Starts from April until August. The writer will collect all of several meeting to observe all activities involved in daily learning and storytelling time untill all data needed are completed.
RESEARCH INSTRUMENTS
The researcher assume that Obersvation is looking closely at human behaviours and acts as actual phenomenon in natural setting. Observation An interview is not an ordinary, everyday conversation (Dyer, 1995). It can be assume that interview is flexible tool to gain the data. In this research, the writer will do the interview with the teacher, teacher assistent and students to gain the valid data. Interview In this research, the writer used The Childrens Reading Motivation Survey (Mazzoni, Gambrell, & Korkeamaki, 1999) Questionnare photograps that fall under this category are available because others have taken them (Dowdell and Golden, 1989). It can assumed that photos do give the factual information. Those materials may be gathered while the researcher conducting the observation and interview. Audio Visual Materials RESEARCH PROCEDURE
Preparing the research Conducting the research Analyzing the data Drawing the conclusion DATA ANALYZE TECHNIQUE
Components of data analysis (Miles and Huberman 1994:12)
Conclusion/ Verification Data Collection Data Reduction Data Display 1. REDUCTION The researcher summarized the result of data. They are classified into categories to get the main data.
Observation Results Interview results Audio-Visual Materials Questionnare Summarized Main Data 2. DATA DISPLAY After the data reduction, the data synthesized into displays to choose whether the data is important to be studied or not.
Data Reduction Appropriate data to be studied 3. DRAWING CONCLUSION
This is last step in data analysis of qualitative research is conclusion drawing/verification. It is used to describe all of the data into conclusion, which it is easy to be understood by the writer and other.